Sheffield Hallam University Midwifery Programmes Contents

Transcription

1 Sheffield Hallam University Midwifery Programmes Contents 1. Midwifery provision at Sheffield Hallam University 2. Intake information 3. Support during the programme 4. Overview of the programmes 5. Programme Assessment 6. The Practice Assessment Process 7. The Clinical Placement Assessment 8. Facilitating the Clinical Placement 9. Attendance Monitoring

2 1. Midwifery Provision at Sheffield Hallam University We have two programmes available, these are; The Advanced Diploma in Midwifery (3 years in length) The BSc (Hons) in Midwifery (3 years in length, or 18 months post nursing registration) 2. Intake information Currently there is one intake each year, starting in September 3. Support during the Programme Course Leader Module Leaders Personal tutors Clinical mentors 4. Overview of the Undergraduate programmes The Undergraduate Programme Programme delivery: 50% Theory (Including lecture, seminar personal tutor groups) 50% Practice (Clinical Placements)

3 3 year programme 18 month programme In each of Years 1, 2 & 3 45 programmed learning weeks 7 weeks leave comprising A/L & BH 65 programmed learning weeks 13 weeks leave comprising A/L & University-based learning This takes the form of the study of modules designed to focus on specific aspects of knowledge and skills required for midwifery practice. Each period of University-based learning is specifically geared to provide the range of knowledge and skills required for successful practice learning experiences to enable the integration of theory with practice. Practice learning Practice learning experiences are designed to enable the achievement of NMC standards of proficiency and to develop the skills for all aspects of midwifery care. Each clinical placement is spent utilising and developing knowledge and skills introduced in the previous University-based modules. Blended learning To provide and create a high quality learning experience a range of learning approaches are used. These include: Tutor led sessions These include lectures, seminars, laboratory and workshop sessions. Students are required to be active to ensure full engagement with the learning process. These are supported by tutor directed learning. Tutor directed learning

4 These are undertaken individually or in small groups to assist the consolidation of learning. Learning activities may be e-enabled using 'Blackboard'. Student directed learning This takes place independently and consists of assessment activities and work undertaken to consolidate learning. Inter-professional learning The NHS workforce strategy (DoH 2000) calls for education and training to be genuinely multi-professional in order to promote teamwork, partnership and collaboration between professionals, agencies and individuals. There is thus an inter-professional focus where midwifery students study modules with a range of health care students in the faculty of health and well being to enable the development of an awareness of others' professional roles and responsibilities and common professional agendas. 5. Programme Assessments Students will be assessed utilising a variety of techniques. o Academic summative assessment will consist of a range of activities including; Assignments Exams Presentations Case studies Poster Presentations o Academic formative assessment will be ongoing and including opportunities to use the skills labs within the Robert Winston Building for simulation both as a preparative tool for placement and as a means to understand the many different situations students might experience.

5 o Practice Assessment Requires mentors to judge student's progress relating to: 1. The NMC learning outcomes for standards of proficiency (in Practice Assessment Document) 2. Professional Behaviours (in Practice Assessment Document) 3. The development of essential and additional skills (in Skills Passport) 6. The Practice Assessment Process Clinical practice is undertaken in two trusts: a home trust and a companion trust. The aim of this is to facilitate the development of the skills of adapting to working in a wider range of clinical areas. The strategy of using two trusts for clinical placements is being evaluated for its efficacy in promoting and contributing to professional development 7. Clinical Placement Assessment Practice Assessment involves; Assessment: The students performance Observe the student Gain feedback from other members of the team about the student's performance/progress Reviewing testimonies Check knowledge by; Asking questions Reviewing evidence in the portfolio & testimonies in Practice Assessment Document. Placement Assessment Document Recording Outcome

6 Achievement of the NMC outcomes / proficiencies are formatively assessed as progressing / not progressing at the intermediate interview of all placements. Achievement of the NMC outcomes / proficiencies are summatively assessed in the final interview of each placement as either pass / refer. Professional Behaviours should be assessed in terms of whether each behaviour is consistently demonstrated or not (i.e. Yes/No) EU Directives Logging experiences (Adult branch only) Attendance Record sickness, absence, special leave all hours including Bank Holidays Student Evaluation of Placement A tripartite approach is adopted in the assessment of the three components of the module. This engages the student, the clinical mentor and the personal tutor/clinical link tutor as a learning community with the shared aim of maximising the student's learning. The following assessment process will take place: An initial interview to draw up a learning contract Progress review/s mid-way through the placement or every 3-4 weeks during the case loading placement A final interview Workbooks To complement and strengthen practice learning, students are required to complete several workbooks. There are workbooks on: Administration of medicine Infant feeding Gynaecology/theatre recovery/itu (3 year programme only)

7 Evidence to support the achievement of standards of proficiency Three pieces of evidence are required to demonstrate the achievement of a performance outcome at the required level. These are: Direct observation An initial is required from the registered midwife/nurse, not necessarily the mentor, to indicate the student has been directly observed achieving the required performance outcome. Question & answer. This is to be conducted by the mentor to allow the student to demonstrate knowledge and understanding. An initial is required by the mentor Additional evidence. A third piece of evidence should be sampled and verified where indicated. Examples can include the following:- Reflective discussion of any written learning accounts Analysis of entries in the record of experience Clinical skills inventory Care records Workbooks Testimony of others 8. Facilitating the Clinical Placement MENTORSHIP OF PRE-REGISTRATION MIDWIFERY STUDENTS Students on NMC approved pre-registration midwifery education programmes, leading to registration on the midwives' part of the register, must be supported and assessed by mentors. An NMC mentor is a registrant who, following successful completion of an NMC approved mentor preparation programme - or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements - has achieved the knowledge, skills and competence required to meet the defined outcomes. Mentors who are assessing competence must have met the NMC outcomes defined in stage 2 of this standard, or be supervised by a mentor who has met these outcomes. Those who sign-off proficiency must have met the additional criteria to be a sign-off mentor. All

8 midwife mentors must have met the additional criteria to be a sign-off mentor. From September 2007 sign-off mentors must make the final assessment of practice and confirm to the NMC that the required proficiencies for entry to the register have been achieved. Mentors are responsible and accountable for: Organising and co-ordinating student learning activities in practice Supervising students in learning situations and providing them with constructive feedback on their achievements Setting and monitoring achievement of realistic learning objectives Assessing total performance including skills, attitudes and behaviours Providing evidence as required by programme providers of student achievement or lack of achievement Liaising with others (eg. mentors, sign-off mentors, practice facilitators, practice teachers, personal tutors, programme leaders) to provide feedback, identify any concerns about the student s performance and agree action as appropriate Providing evidence for, or acting as, sign-off mentors with regard to making decisions about achievement of proficiency at the end of a programme Criteria for supporting learning and assessing in practice Registrants who intend to take on the role of mentor will be assessing that students have achieved NMC competencies/proficiency. They must fulfil the following criteria: Be registered in the same part or sub-part of the register as the student they are to assess and for the nurses part of the register be in the same field of practice (adult, mental health, learning disability or children s) Have developed their own knowledge, skills and competence beyond registration i.e. been registered for at least one year

9 Have successfully completed an NMC approved mentor preparation programme (or a comparable programme which has been accredited by an AEI as meeting the NMC mentor requirements) Have the ability to select, support and assess a range of learning opportunities in their area of practice for students undertaking NMC approved programmes Be able to support learning in an interprofessional environment selecting and supporting a range of learning opportunities for students from other professions Have the ability to contribute to the assessment of other professionals under the supervision of an experienced assessor from that profession. Be able to make judgements about competence/proficiency of NMC students on the same part of the register, and in the same field of practice, and be accountable for such decisions Be able to support other registrants in meeting CPD needs in accordance with The NMC code of professional conduct: standards for conduct, ethics and performance In the Standards to support learning and assessment in practice (NMC 2006) the NMC includes a single developmental framework to support learning and assessment in practice. It defines and describes the knowledge and skills registrants need to apply in practice when they support and assess students undertaking NMC approved programmes that lead to registration or a recordable qualification on the register. The NMC has identified outcomes for mentors, practice teachers and teachers so that there is clear accountability for making decisions that lead to entry to the register. For details of the outcomes of stage 2 of the developmental framework please refer to the NMC standards. 9. Attendance Monitoring Sickness & Absence whilst on clinical placement; Students need to make up time after having a total of:

10 - 10 days sickness / absence (including special leave etc) off in CFP (1st year) - 10 days off in the branch programme (2nd & 3rd years) Students MUST NOT make up time on placement unless arrangements have been agreed with SHU. Students need to document ALL placement hours. Mentors need to validate these hours & personal teachers need to check that the hours recorded electronically match those recorded in the Placement Assessment Document.